Predicting Test Anxiety Based on the Use of Cognitive and Metacognitive Strategies among Female High School Students
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G. Ahghar, Ph.D. |
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Abstract: (4353 Views) |
The use of cognitive and metacognitive strategies can reduce test anxiety. To determine the extent to which this is done, a random sample of 610 female high school students was given two questionnaires on anxiety and learning/studying strategies. Data analyses revealed that the great majority of the sampled students (over 87%) are suffering from moderate to high levels of anxiety, with the worrying component playing a stronger role than the excitability component. Just as the metacognitive strategies are better predictors than the cognitive ones. Nevertheless, students using these strategies experience less test anxiety.
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Keywords: test anxiety, worry, excitability, cognitive strategies, metacognitive strategies, self-regulation, evaluation |
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Full-Text [PDF 320 kb]
(1877 Downloads)
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Type of Study: Research |
Subject:
Special Received: 2013/06/11 | Accepted: 2014/06/9 | Published: 2015/05/23
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